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Potential of Automated Writing Evaluation Feedback
CALICO Journal
  • Elena Cotos, Iowa State University
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This paper presents an empirical evaluation of automated writing evaluation (AWE) feedback used for L2 academic writing teaching and learning. It introduces the Intelligent Academic Discourse Evaluator (IADE), a new web-based AWE program that analyzes the introduction section to research articles and generates immediate, individualized, and discipline-specific feedback. The purpose of the study was to investigate the potential of IADE’s feedback. A mixed-methods approach with a concurrent transformative strategy was employed. Quantitative data consisted of responses to Likert-scale, yes/no, and open-ended survey questions; automated and human scores for first and final drafts; and pre-/posttest scores. Qualitative data contained students’ first and final drafts as well as transcripts of think-aloud protocols and Camtasia computer screen recordings, observations, and semistructured interviews. The findings indicate that IADE’s colorcoded and numerical feedback possesses potential for facilitating language learning, a claim supported by evidence of focus on discourse form, noticing of negative evidence, improved rhetorical quality of writing, and increased learning gains.

This article is from CALICO Journal 28 (2011): 420, doi:10.1558/cj.v28i2.420-459. Posted with permission.

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CALICO Journal
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Elena Cotos. "Potential of Automated Writing Evaluation Feedback" CALICO Journal Vol. 28 Iss. 2 (2011) p. 420 - 459
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